scholarly journals Development and Evaluation of a Large-Enrollment, Active-Learning Physics Curriculum

2014 ◽  
Author(s):  
Edward Price ◽  
Fred Goldberg ◽  
Stephen J. Robinson ◽  
Danielle Harlow ◽  
Michael McKean ◽  
...  
Keyword(s):  
Active Learning ◽  
Large Enrollment ◽  
Physics Curriculum

Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades

2016 ◽  
Vol 17 (1) ◽  
pp. 197-208 ◽  
Author(s):  
Jack F. Eichler ◽  
Junelyn Peeples
Keyword(s):  
General Chemistry ◽  
Active Learning ◽  
Case Studies ◽  
Flipped Classroom ◽  
Student Response ◽  
Collaborative Group ◽  
Grade Point ◽  
Science Courses ◽  
Introductory Science ◽  
Large Enrollment

In the face of mounting evidence revealing active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to change the way instructors teach large introductory science courses. However, a large proportion of STEM faculty continues to use traditional instructor-centered lectures in their classrooms. In an effort to create a low barrier approach for the implementation of active learning pedagogies in introductory science courses, flipped classroom modules for large enrollment general chemistry course sequence have been created. Herein is described how student response systems (clickers) and problem-based case studies have been used to increase student engagement, and how flipped classroom modules have integrated these case studies as collaborative group problem solving activities in 250–500 seat lecture halls. Preliminary evaluation efforts found the flipped classroom modules provided convenient access to learning materials that increased the use of active learning in lecture and resulted in a significant improvement in the course grade point average (GPA) compared to a non-flipped class. These results suggest this approach to implementing a flipped classroom can act as a model for integrating active learning into large enrollment introductory chemistry courses that yields successful outcomes.

scholarly journals Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology

2016 ◽  
Vol 15 (1) ◽  
pp. ar3 ◽  
Author(s):  
Georgianne L. Connell ◽  
Deborah A. Donovan ◽  
Timothy G. Chambers
Keyword(s):  
Active Learning ◽  
Formative Assessment ◽  
Item Response ◽  
Cooperative Groups ◽  
Theory Analysis ◽  
Student Centered ◽  
Student Demographics ◽  
Frequent Use ◽  
Item Response Theory Analysis ◽  
Large Enrollment

Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section.

scholarly journals Implementation of a Learning Assistant Program Improves Student Performance on Higher-Order Assessments

2017 ◽  
Vol 16 (4) ◽  
pp. ar62 ◽  
Author(s):  
Nadia Sellami ◽  
Shanna Shaked ◽  
Frank A. Laski ◽  
Kevin M. Eagan ◽  
Erin R. Sanders
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Cognitive Skills ◽  
Higher Order ◽  
Underrepresented Minority ◽  
Learning Gains ◽  
Student Centered ◽  
Large Enrollment ◽  
Curricular Transformation ◽  
Positive Effect

Learning assistant (LA) programs have been implemented at a range of institutions, usually as part of a comprehensive curricular transformation accompanied by a pedagogical switch to active learning. While this shift in pedagogy has led to increased student learning gains, the positive effect of LAs has not yet been distinguished from that of active learning. To determine the effect that LAs would have beyond a student-centered instructional modality that integrated active learning, we introduced an LA program into a large-enrollment introductory molecular biology course that had already undergone a pedagogical transformation to a highly structured, flipped (HSF) format. We used questions from a concept test (CT) and exams to compare student performance in LA-supported HSF courses with student performance in courses without LAs. Students in the LA-supported course did perform better on exam questions common to both HSF course modalities but not on the CT. In particular, LA-supported students’ scores were higher on common exam questions requiring higher-order cognitive skills, which LAs were trained to foster. Additionally, underrepresented minority (URM) students particularly benefited from LA implementation. These findings suggest that LAs may provide additional learning benefits to students beyond the use of active learning, especially for URM students.

scholarly journals Diverse Student Perceptions of Active Learning in a Large Enrollment STEM Course

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Benikia Kressler ◽  
Jochen Kressler
Keyword(s):  
Active Learning ◽  
Student Perceptions ◽  
Quantitative Data ◽  
Underrepresented Students ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Class Attendance ◽  
Diverse Student ◽  
Large Enrollment

The concept of active learning as a superior mode of instruction has recently received great attention in the education research literature. It holds promise of steering students away from rote memorization towards higher order thinking. However, few studies focus on student perceptions of higher order thinking activities and diverse student voices are all but absent in this regard. This study applies a combined approach of exploratory qualitative and supplementary quantitative analysis to address this gap. We examined perceptions of underrepresented and non-underrepresented students regarding their engagement in active learning to foster higher order thinking.  The study was set within a large enrollment (198 students), undergraduate course in the area of science, technology, engineering and mathematics (STEM). The study sample comprised of 33 purposefully selected, ethnically and racially diverse students.  Data sources included class attendance/participation, graded activity assignments, and a perception survey. Class attendance and graded assignments were used to triangulate responses on the perception surveys. The Generic Inductive Approach supported our qualitative analysis. Quantitative data were analyzed via two-way ANOVA, non-parametric Mann-Whitney Test (when assumptions did not hold) and simple linear regression. Findings include three themes that cut across groups; participants perceived their higher order thinking skills improved, that there were benefits and challenges to active learning and a fear of failing the course. Quantitative data from the active learning activities and attendance supported similar engagement and achievement in higher order thinking activities across race/ethnicity groups as differences failed to reach the a priori established significance threshold. This study extends the knowledge on active learning and demonstrates that it was possible to engage underrepresented and non-underrepresented students equally and effectively in higher order thinking actives in large enrollment courses and that students perceived this as beneficial.

scholarly journals How to Motivate Students in Large-enrollment Courses for Active-learning

2020 ◽  
Author(s):  
Radka High ◽  
Karolina Duschinska
Keyword(s):  
Cognitive Psychology ◽  
Active Learning ◽  
Qualitative Analysis ◽  
Theoretical Approach ◽  
Learning Methods ◽  
The World ◽  
Ict Tools ◽  
Large Enrollment

Large-enrollment courses are often necessary platforms for teaching in universities all over the world. This article will begin with a theoretical approach in which we introduce proofs from cognitive psychology that demonstrate the effectiveness of active learning methods over the more traditional structured, lecture based, lessons. Second part consists of analysis of our lectures and described 5 possibilities how to motivate students to be active learners. The qualitative analysis of students’feedback is in the end of article. Students appreciated most using ICT tools for instant feedback during lectures and the fact that they had an option to be active.

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